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Publicação
Three misconceptions in medical education: student evaluation of teaching, curricular repetition, and assessment objectivity
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Orientador(es)
Resumo(s)
Three widely held assumptions in medical education may inadvertently hinder effective learning. First, student evaluations of teaching (SETs) are often treated as proxies for educational quality, yet they are shaped
by factors unrelated to actual learning and provide limited actionable insight. Second, repetition in the curriculum is frequently dismissed as poor design rather than recognised as essential for mastery, reinforcing knowledge, developing fluency, and enabling long-term retention. Third, the overemphasis on objectivity in assessment, exemplified by multiple-choice questions (MCQs) and objective structured clinical examinations (OSCEs), may obscure important dimensions of clinical reasoning and are weak predictors of real-world
clinical competence. Reconsidering these three assumptions may help realign educational strategies with their central goal: preparing students to become competent, reflective, and effective physicians.
Descrição
© Sociedade de Ciências Médicas de Lisboa
Palavras-chave
Medical education Myths Repetition Student evaluation of teaching Objectivity
Contexto Educativo
Citação
J Soc Cienc Med Lisb. 2025;169(2): 12-14
Editora
Sociedade das Ciências Médicas de Lisboa